The selection of leaners to public university in Malawi has once again stirred debate.
Many students with good Malawi School Certificate of Education results have been left out because they did not obtain a credit in English.
Some question whether English should continue to determine university entry and the award of the MSCE.
This debate interrogates the quality of English education in secondary schools where learners ought to progress from basic literacy to academic competence.
They must learn to interpret texts, construct arguments and communicate ideas clearly.
When students fail English at this stage, it also reflects systemic gaps in preparation.
However, the foundation of English proficiency is laid in preschool and primary education where learners develop reading, writing and comprehension skills.
If these early stages are weak, secondary school merely exposes the gaps rather than creating them.
Strengthening English instruction at foundational levels is essential to improve MSCE outcomes.
In Malawi, English is a requirement for the award of the MSCE. Almost all subjects—except other languages—are taught and examined in English.
This makes English central to the success of the curriculum.
Awarding MSCEs without sufficient proficiency in the language of instruction would undermine the qualification’s credibility and students’ preparedness.
Each year, more candidates fail English than other subjects, denying students who perform well elsewhere the vital certification or progression to university.
This demonstrates the centrality of English proficiency to academic success.
The losers are particularly students in secondary schools with overcrowded classrooms, shortages of qualified English teachers and insufficient reading materials.
They sit for high-stakes examinations in a language they have not fully mastered.
The situation is even more difficult in rural, under-resourced schools. Low exposure to English beyond the classroom erodes students’ learning ability, confidence and fluency. Without consistent reading, writing and interaction in the language from an early age, learners struggle to meet the demands of both examinations and further education.
These inequalities contribute to persistent performance disparities.
However, removing English as a requirement for MSCE or university admission would not address the underlying issues within the education system.
Instead, it would only shift the burden to higher education institutions, where students have to engage with lectures, textbooks and assessments in English without the necessary skills.
English proficiency is essential not only for passing examinations, but also meaningful learning itself.
A student who cannot fully understand a question, analyse a passage or clearly answer questions is disadvantaged across almost all subjects.
Language is the medium through which knowledge is accessed and demonstrated.
The solution lies in strengthening English education across all levels while maintaining existing standards.
Greater investment in early childhood and primary education is critical to ensure that learners build strong literacy foundations.
Improved teacher training, better working conditions and access to adequate teaching materials in secondary schools are equally important.
Promoting a reading culture at all stages of education is essential. Students who read widely develop stronger vocabulary, comprehension and confidence in using English.
Access to books and digital resources can significantly enhance language development, especially in under-resourced schools.
Targeted support for struggling learners should also be prioritised. Remedial classes and continuous language support can help address weaknesses before students reach examination level.
Bridging programmes in colleges cannot replace the role of earlier stages of education.
As Malawi develops its new curriculum, the reform process should strengthen, not dilute, English as a yardstick for certification and progression.
Weakening this standard would undermine efforts to improve educational quality.
English should not be viewed as a barrier, but as a cornerstone of educational success. Lowering this standard would compromise the integrity of the system and put students at greater risk of long-term failure.
